THEMES:

Historical enmity, Race, Schools, Racial Justice, Criminal Justice System

VIDEOS OF CASE STUDY

  • Democracy Now television presented a 20 minute segment on the history and overview of the case study in three different video links found here:

http://www.youtube.com/playlist?list=PL974BCD345980E3BC

  • This 4-minute video can be used as well, especially if you are using this case study on multiple days when teachers can show this video to refresh the class memory of the case: http://www.youtube.com/watch?v=YuoiZnr4jLY
  • There are also other videos about the conflict on the web. It is a challenge to find videos from the white community’s perspective.

TEACHING CONFLICT ASSESSMENT WITH THIS CASE STUDY

Before using this case study in class:

  1. Handout CAPP overview and review. Optional use of: Overview Powerpoint Prezi.
  2. Assign reading of the Conflict Assessment chapters 5-10 before class.

In Class:

  1. Show the WHERE, WHO, WHY, WHAT, HOW, and WHEN powerpoint that provides a quick overview of each of the lenses/tools. You can break up the presentation of the powerpoint over several days of class. (1 hour)
  2. Prepare students to capture information from the videos in each of the categories. You can take a different category each day of class if you have 2-3 hours of classtime, or you can group them together focusing on the WHERE, WHO, and WHY questions in a one day class format. (5 minutes)
  3. Break the class up into small groups of 3-6 people. Each of these small groups will be an assessment team.  In each chapter of conflict assessment lenses, there are between 3 and 5 different lenses/tools. Assign one lens to each group and ask them to watch the video particularly looking for information relevant to this lens.  More than one group can work on the same lens.  This allows groups to compare the way their perceptions shaped their analysis, with different groups using the same lens in different ways. (5 minutes)
  4. Show the first 2 Democracy Now video clips (approximately 12 minutes total). The third video clip (4 minutes) will be used later for discussing self-assessment, theories of change, planning, and monitoring and evaluation.
  5. Give small groups 30-45 minutes and one large sheet of paper to discuss and illustrate the use of the tool on this case study for presentation to the rest of the class. Each group should also identify what types of research methods they would ideally use to collect data relevant to the lens and recognize that their perceptions will need to be checked with reliable, valid and triangulated data.
  6. Give small groups 5-10 minutes each to present their analysis of the Jena Case Study with the assigned lenses. If there are more than one small group working on a lens, let the groups go in consecutive order so the same lens will be presented by two different groups one after the other.
  7. After each presentation of a lens, as the rest of the class:
  • What did you learn from this group’s analysis?
  • What was missing or what else could you add?
  • Where there differences in the way the lens could illustrate the case study?
  • How did the perspectives and experiences of the small group shape what they saw in the case study?

 

END HERE FOR CONFLICT ASSESSMENT

 

TO USE THIS CASE STUDY FOR THEORIES OF CHANGE

 

Before using this case study in class:

  1. Handout CAPP overview and review. Optional use of: Overview Powerpoint Prezi.
  2. Assign reading of the Conflict Assessment chapters 11 before class.

 

In Class:

  1. Show the “Theories of Change in CAPP” and “Peacebuilding Planning in CAPP” Prezi Powerpoint (45-60 minutes)
  2. Ask students to watch the video with an eye that they will be asked to identify theories of change used by different stakeholders in the case study.
  3. Show Part 3 of the Democracy Now video of Jena. (5 minutes)
  4. Break the class up into small groups of 3-6 people.
  5. Give small groups 30 minutes to identify the theories of different changes used by different stakeholders. Have them use the theory of change formula given in the book by filling in the blanks for this statement for different stakeholders.

 

If these factors are driving or mitigating conflict, then these actions will achieve these impacts.

 

  1. As small groups to present their theories of change. To mix up the presentations, each group can present one on their list of theories of change at a time, and ask the groups not to repeat a theory that another group has already identified or if it is slightly different, then ask the groups to add their modification.
  2. In a large group discuss, compare and contrast student reactions to the theories of change that their classmates identified.
    1. What assumptions are held by different stakeholders that shaped their theory of change?
    2. What evidence exists that any of these theories of change has proven to work in other cases?
    3. What is your evaluation of which theories of change show the most promise?

TO USE THIS CASE STUDY FOR TEACHING PEACEBUILDING PLANNING

 Before using this case study in class:

  1. Handout CAPP overview and review. Optional use of: Overview Powerpoint Prezi.
  2. Assign reading of the Conflict Assessment chapters 11 before class.
  3. Watch the 3 part Democracy Now video on the Jena conflict.

In Class:

Option 1:  Tell students a donor of their university or organization has given $200,000 to be used to address the conflict in Jena.  Give students 30 minutes, in small groups of 4-6, to develop a strategy that is linked to their analysis.  As students to present their strategy to the class.

Option 2:

  1. Show the “ “Peacebuilding Planning in CAPP” Prezi Powerpoint (45-60 minutes)
  2. Break the class up into small groups of 3-6 people.
  3. Assign each small group to identify a peacebuilding plan using the SMART framework (p.190) focused on one of the following tasks:
    1. Identify a strategy for moving from Micro peacebuilding approaches in Jena to Macro peacebuilding approaches across the US using a strategy of replication of a peacebuilding effort. (p. 180)
    2. Using Media (p. 181)
    3. Linking vertical and horizontal social capital (p. 181)
    4. Connecting personal and structural change strategies (p. 183)
    5. Using integrated, multisector programming (p. 183)
    6. Sequencing programs for a hierarchy of results (p. 184)
    7. Leveraging System Dynamics (p. 186)
    8. Increase connectors and decrease dividers (p 188)
    9. Using an Integrated Model of Peacebuilding (p. 189)
  4. Give small groups 30 minutes to complete a planning strategy. Groups may be assigned more than one task on the list above to ensure all are covered.  It is also okay not to cover all of the approaches.
  5. Ask each group to present their strategy in 5-10 minutes. After each presentation, as teacher you can
    1. ask questions of the small group,
    2. add your own perspective,
    3. ask other students to comment on these plans,
    4. discuss with the class if coordination between different approaches would be possible. Are any of the approaches in conflict with other approaches?
    5. What might be unintended consequences from any of these approaches?